Model Lesson II
Written by: Linda Mindingall Payne
Contributors: Sandra Lee Dean Charles Bardin
School/District Parker Elementary/HISD
Theme: The Fine Art of Seasons
Grade: First Grade
Timeline: Flexible 1-9 weeks
Focus: Penguins and the Winter Season
Winter months: December January February
Purpose: This unit will provide opportunities for the student to problem solve and make meaningful connections through the experience of art to identify the winter season including the traditions, holidays, clothing and weather associated with the winter season.
Curriculum: An interdisciplinary connection of Fine Arts between several areas of the curriculum for the student to understand essential concepts. These concepts will be presented through various instructional strategies and activities.
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HISD s Curriculum Project CLEAR:
HISD developed a curriculum, Clarifying Learning to Enhance Achievement Results (CLEAR), based on the Texas Essential Knowledge and Skills (TEKS). TEKS were developed for all content areas, including art, music and theater in grades K-12 and dance in high school. The Fine Arts TEKS encompass 4 basic strands-perception, creative expression/performance historical and cultural heritage and critical evaluation that reflect the creative processes of creating, performing, and responding identified in the NAEP Arts Education Consensus Project of 1997. The TEKS provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. CLEAR objectives are based on the TEKS and were created as a series of products to clarify district wide expectations of what students should know and be able to do. CLEAR objectives and correlations have be developed K-5 for art, dance, theater, general music, orchestra, and band. These are available in print form and on the HISD website.
Curriculum Areas: Reading, Language Arts, Math, Science, Social Studies, Visual Arts, ( Art, Music, Dance, Theatre,) Health, P.E.,ESL and Bilingual Studies.
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Goals: Through the integration of various art strategies in the lesson, the student will be able to identify the winter season, the traditions, clothing, holiday’s celebrations and weather associated with the season.
Objective: The student will engage in various art activities in the curriculum to:
Identify the months in the winter season
Identify the winter weather
Identify the winter holiday, special events and celebrations
Perform traditional and cultural rituals during the winter season
Create pictorial interpretations from poetry for winter season
Listen and respond to various music and dramatic play regarding the winter season
Compare and contrast characteristics of winter seasons around the world
Create clothing suited to be worn during winter season
** To involve all types of learners such as:
At Risk
ESL
Bilingual
Average
Gifted
Special Needs
The following instructional strategies will enable the instructor to use various techniques to involve the student and obtain optical learning empowerment.
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Instructional Strategies
Various Visual Arts Instructional Strategies ( the student will respond or perform their understanding and or interpretation of the discipline content.)
v Anchored learning
v Picture reading
v Songs (Music)
v Dance
v Drama/theatre arts (use of puppets---role playing)
v Paintings or replicas
v Draw pictures
v Direct Instruction/intervention---small groups-hands on manipulatives
v Guided reading—illustrations in literature
v Higher order thinking---open ended questions or unfinished pictures
v Story maps (Venn diagrams)—discovers the connection
v Summarizing (oral responses—using chart paper to illustrate thoughts)
v Enrichment (use similar literature to compare and contrast)—main ideas/pictures
v Instructional Technology (research artists, illustrators of literature….etc)
v Test Preparation/revelation of student’s creative abilities
v Projects—outside research on a particular field in Visual Arts
v Videos/movies ---for viewing and creating illustrations for Main Idea strategies and/ or interpret a dance
v Field trips—outside resource to discover the visual art experience
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Basic Materials for Four Seasons Unit
These are basic materials needed for all areas of the seasonal unit. Each thematic unit and activity will require additional materials that pertain to that particular activity.
v Various Literature—search in progress for specific seasonal literature
v Illustrations from various artists in children books for a specific season
v Big books—for a specific season
v Resource books ( ex. seasons around the world)
v Photographs (will be determined)—for a specific season
v Prints of various paintings by different artists
v Art Paper (Construction Paper of all colors)
v Paper bags (white and brown)
v Tissue paper (primary and bright hue)
v Crayons, markers, glue sticks, scissors, glitter
v Paint (acrylic & tempera) and paint brushes
v Coffee filters, matting (cotton)
v Story paper, chart paper, sentence strips
v Long-arm stapler, staples
v Music (CD or cassettes)---Music will be determined
v CD player or cassette player
v DVD/VHS seasonal plays
v Crayola Model magic
v Storage containers/zip lock bags
v Globe
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Daily Classroom (On-going) Activities
Name: Daily Seasonal Activities
Description: Year round Fine Arts activities which correlate to all the four seasons
The student will illustrate an event/holiday which correlate to the specific month (The teacher may exhibit this work monthly to display handwriting.) At the end of the year, all these seasonal poems are bound into an end of year "personalized" handwriting book.
Materials: (Needed for daily activities)
1. Magnetic Season/weather calendar
2. Book Making Kits (journal)
3. Post It story sheets (monthly display in classroom)
4. Post it picture sheets (display on bulletin boards)
5. Markers and crayons
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Activity 1
SCI.1.4.06 Identify patterns in weather observations including temperature and rainfall.
Name: Season/Weather Calendar-(whole group activity)
Use a daily calendar to document the weather for each day.
o Student will experience the artistic characteristics of the seasonal weather by learning about the characteristics associated with the weather.(Ex…sunny, cloudy, stormy…etc)
o The student will identify on a daily basis the months within a specific season, special events or occasions on particular days.
Activity 2
SS.1.1.03 Demonstrate an understanding of past, present and future by correctly using yesterday, today, and tomorrow as examples of chronological vocabulary.
SCI.1.4.05 (see objective for Activity 1)
Name: Creative Calendar: (Individual or whole group)
Description: The student will participate in a daily activity to “artfully “create a calendar for a particular month or season.
o This procedure will offer the opportunity to instill the days of the week, and months (associated with specific seasons)
o This calendar will utilize all areas of the curriculum, such as patterns, counting (math) sequence (reading) ordinal numbers(Language) holidays…etc
Materials: Blank monthly calendar
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Activity 3
ELA.1.3.04-Write in personal (journals, personal narratives) creative (poems, short stories)
ELA1.2.02- Recognize that different parts of a book offer information (back and front covers, title page, table of contents, author and illustrator of reading selection).
Name: Journal (Daily or Weekly)—( Individual)
Description: Student will document their memorable activities which were introduced in the class or ancillary classes (music, fine art, science…etc)
The student will illustrate and write while music is playing to enhance their creative process
Materials: Bookmaking kits— (Science/Social studies lesson how a book is made)
Activity 4
ELA.1.3.03- Write several sentences on one topic using basic organizational structures (story structures, description-who, what, where, when, why, etc)
ELA.1.3.05- Develop an awareness of grade appropriate forms and purposes and contribute relevant ideas and details through teacher-directed group writing activities (experience stories, Interactive writing, and shared writing)
Name: Post It stories and Poetry (individual)
Description: Monthly poems or short stories are written or recorded by the teacher or student.
The student will illustrate pictures of particular events for the month.
Examples of monthly poems—introduced by the teacher
January
The New Year rings in cheers
Another new year is here!
(Illustrations--snowmen, Dr. Martin Luther King's birthday, Chinese New Year, winter season etc
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Activity 4 continued:
February
Hearts and valentine's are in the air
Love is everywhere!
(Illustrations--Groundhog Day, Valentine's Day, Rodeo, Black History, Presidents Day, Mardi Gras...etc.)
March
Green shamrocks and pots of gold
Spring is coming say good bye to the cold!
(Illustrations--St Patrick’s Day, Spring flowers, beginning of a new season...etc)
April
April's showers bring May flowers
Spring is finally here!
(Illustrations--spring seasons, rainbows, flowers, showers, Earth Day, Easter.....etc)
Activity 5
ELA. 1.3.03 (See activity 4 for objective)
Name: Post it Pictures (Whole group)—Pre-writing activity
Description: Seasonal picture of specific pictures of monthly events displayed on the bulletin board. Student will draw while music is playing.
Materials: Post It Picture paper, crayons, markers etc…..
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Integration of Music
The teacher will model each activity and display a sample for the student to understand their role and outcome in this experience. While the student is involved in these creative activities, various musical selections including The Four Seasons (A.Vivaldi) is played for their listening enjoyment to maximize their creative processes.
Activity 6
117.1.b Music Grade 1
Name: The Four Seasons (music by A. Vivaldi)
Description: Students will:
o Hear an explanation of the concrete depictions in the music
o Discuss the ideas
o Hear portions of the music
o Discuss what they heard
o Speculate as to what sounds they would have included if they had written the music
Materials: The Four Seasons conductors score with annotations CD, CD player
Activity 7
117.6.a.b. Music, Grade 1
Name: The Four Seasons (music by A. Vivaldi)
Description: Students will:
o Listen to the music depicting the season while viewing scenes of the season
o Discuss how the sounds and images fit together
Materials: DVD, TV- DVD player
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Penguins and The Winter Season Lesson Plan
Introduction of Lesson:
Teacher will show different pictures of animals found in cold regions
(Teacher will use the globe to locate the regions). Use various pictures, toys/stuffed animals as props
Purpose:
Student will engage in various Fine Art activities to learn about penguins and the winter season around the world.
Guided Practice:
*The following Fine Arts activities are integrated throughout the curriculum using various instructional strategies for the student learning experience:
Primary Curriculum Area: Reading:
A) Literature (various genres)---Teacher orally reads to class
(Utilize Big Books to help emergent readers to embrace phonetic sounds)
1. Fiction/non-fiction
The student will focus on various literature and its illustrations about penguins and their environment
2. Books: Little Penguins; Tacky the Penguin; Happy Feet
The student will compare the different illustrations (characters) of the penguins depicted in these stories
3. Fairytale “Cinderella Penguin”
The student will engage in comparing this fairytale with the traditional “Cinderella” fairytale utilizing the Venn diagram
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Primary Curriculum area continued:
B) Vocabulary
1. SIGHT Words
Ø The student will use “colorful” or descriptive words presented in the stories. Integrate Fine Arts terminology
during journal writing, oral responses, monthly stories
2. Descriptive Words/writing
(Use selected paintings and photos of penguins)
Ø The student will do a comparative study of selected paintings and photos of penguins, utilizing SIGHT words to describe their findings.
Ø The student is given various pictures of the winter season from different locations throughout the world
3. Correlate special events in literature. Literature for Special celebrations of Dr. King, Valentine’s Day, Ground Hog Day, President’s Day, Black History , Chinese New Year ,Mardi Gras Festivities, Christmas, Hannukah, Kwanzaa.
4. Compound Words
(ex. Snowman, snowflakes…etc)
C) Integration of Reading and Fine Art
The teacher will model each activity and display a sample for the student to understand their role and outcome in this experience. While the student is involved in these creative activities, various music is played for their listening enjoyment to maximize their creative processes.
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Activity 1
(Fine Arts TEKS TBA)
Name: Penguins Having a Ball!
Description: The student will create various dressed up penguins in gowns and suits as they waltzes to ballroom music played during this activity.
Materials: construction paper Penguin patterns Movable eyes, buttons,
CD or cassette of classical music
Group: Whole group setting
Activity 2
(Fine Arts TEKS TBA)
Name: Magical Penguins in Black and White
Description: Using contrast black and white paper, the student will draw penguins
in various settings. This experience is based on previous instructional
strategies from literature and the display of various artists ‘techniques
that were discussed within a whole group setting. The students will
do this activity while listening to the music from the March of the Penguins.
Materials: (Magical paper) Contrast black and white paper, sharpened pencil, March of the Penguins music
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Integration of Reading and Fine Arts
Activity 3
SS.1.5.02- Cite examples of historic individuals (Clara Barton, Nathan hale, and Eleanor Roosevelt) and people in the school and community that exemplify good citizenship and describe how they are good citizens.
Name: “Between Artists”
Description: Student compares pictures of penguins (other cold climate animals) and landscapes during the winter season and discusses the different ways the animal is portrayed by various artists.
Materials: Various paintings and prints by artists depicting penguins
(The teacher may introduce various other animals that live in cold climates)
List Of Artists:
Carol Orr
Gladys Barbot Desmangles
Terry Oakes Bourret
Marine
Francoise Carrier
Alice Zinnes
Ilya Lerner
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Activity 4
ELA.1.1.09- Provide information and dramatic presentations individually and in small or class groups (simple retells, show and tell, messages, announcements, skits).
ELA.1.2.48- Respond through talk, movement, music, art, drama, and writing to stories and poems in ways that reflect understanding and interpretation.
Name: Integrating Drama in Reading
1. Teacher reads “Tacky the Penguin”
2. Role play the story Tacky the Penguin
Description: 1.The student will view the movie “Happy Feet” (2006)
2. Students are assigned parts to play (Penguin, Angel, Lucky, other friends etc.) and given a card to hold identifying who or what they are to portray.
A few simple props (Penguin hats, snowflakes.. etc.) The teacher acts as narrator, the students move or speak according to what she says (e.g. _”Tacky was singing….”--- Student will create costumes, face masks or bow tie.
Materials: Penguin hats, masks, large snowflakes, tongue depressors, paper plates, cotton or matting
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Integrating Reading and Fine Arts continued:
Activity 5
ELA.1.2.40- Read or listen to identify rhyme, alliteration, imagery, and word choice.